ERIC Number: EJ1059938
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 42
Rural Elementary Teachers and Place-Based Connections to Text during Reading Instruction
Waller, Rachael; Barrentine, Shelby J.
Journal of Research in Rural Education, v30 n7 2015
Schooling can play a role in bolstering a sense of community, but research suggests that curriculum may serve to isolate teachers and students from their rural surroundings. In this qualitative case study, we asked if the literacy curriculum and instruction supported readers to make connections to their rural setting. We analyzed curriculum materials, field notes from classroom observations, and interview transcripts of teachers to describe elementary students' opportunities to make connections to their rural setting. Analysis revealed that the commercial curriculum provided limited support for making connections to readers' rural backgrounds. Further, although teachers were interconnected with the rural community, attempts to weave complex connections to place were rare. Findings suggest that the curriculum fell short of integrating the community and the world. Rather, the rural teacher was the source for guiding students to make place-based connections.
Descriptors: Elementary School Teachers, Rural Schools, Place Based Education, Reading Instruction, Qualitative Research, Case Studies, Literacy, Curriculum Evaluation, Interviews, Transcripts (Written Records), Educational Opportunities, Reading Comprehension, Basal Reading, Reading Programs, Teaching Methods, Educational Practices, Reader Text Relationship, Observation
Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A